Effectiveness of Social Media Efforts in Institution of ... · which is to investigate social media efforts in the institution of higher learning focusing on one of the highly rated

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Ambit Journal of Media and Communication Studies. Vol 5(2) pp. 379-438. September, 2019. https://ambitjournals.org/ajmcs Copyright © 2019 Ambit Journals

Full Length Research Paper

Effectiveness of Social Media Efforts in Institution of Higher Learning

Oyerinde M. Oluyinka

School of Communication SEGi University, Malaysia

Accepted 30th, August 2019.

Based on the major objective of this study, which is to unravel the effectiveness of social media efforts in institution of higher learning; different independent variables were examined; which are: collaborative learning, marketing, information sharing, and social engagement. For the purpose of this study, quantitative analysis was employed which focused on survey; that is the use of questionnaire which were distributed to 200 students in one of the high-ranking University in Malaysia. The correlation analysis done through SPSS 20.0 showed positive relationship between the dependent variable (social media efforts) and independent variables (collaborative learning [r=0.823 at significant level of 0.000], marketing [r=0.801 at significant level of 0.000], information sharing [r=0.620 at significant level of 0.000), and social engagement [0.531 at significant level of 0.000]). Furthermore, as the linearity test showed positive relationship, also the regression analysis done supported all the four hypotheses, indicating that significance relationship exist between the dependent variable (social media efforts) and independent variables (collaborative learning [at significant level of 0.000], marketing [at significant level of 0.000], information sharing [at significant level of 0.010], and social engagement [at significant level of 0.008]). Therefore, showed the effectiveness of social media efforts in collaborative learning among students, marketing activities of the institution of the higher learning, information sharing among students and their lecturers, and social engagement among the students of the institution of higher learning in Malaysia. Keywords: Social Media, Collaborative Learning, Marketing, Information Sharing, Social Engagement

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Introduction

1.1 Background

The world of communication has

considerably changed in the past 25

years. The main media used for

information dissemination before the

advent of internet were known to be

traditional media (i.e. radio,

television, film, newspapers and

magazines). Traditional media had a

large influence on the ways of

information flow and thus formed

communities who share the same or

similar understanding of the world

(Matesic et el. 2010).

Today, however, the number of

media channels of information

sharing has increased. The

increasing number of different media

is associated with the advent of

internet. The Internet as a marketing

channel is interactive, accessible,

ubiquitous, and integrates marketing

communication with commercial

transactions and service delivery

(Jennifer Rowley, 2004). As new

channels are springing up,

information also is becoming closer

to people in the society. Likewise, the

rate at which people can get and

disseminate information is getting

higher. Easy access to media gave

rise to peer content production;

through this, individuals with media

interest can disseminate preferred

content(Aris and Bughin, 2009).

According to Matesic, Vuckovic and

Dovedan (2010) advent of social

stream, both public and private one

enhanced information transparency

based on interaction and

collaboration that are involved.

Social media as new communication

and collaboration channels has

profoundly influenced on all

structures of society: experts,

individuals, scientists, public figures,

institutions as well as companies.

They are truly participatory media

which allows for two-way

communication, which certainly isn't

a characteristic of traditional media.

These media create communities or

public that are critical and at the

same time rational. Through the

social media new communication-

channels emerged to enhance

marketing and public relations

activities. However, the introduction

of instant-messaging tools and e-

mails increased the number of

http://www.emeraldinsight.com/action/doSearch?ContribStored=Rowley%2C+J



Internet-users. This increase

became larger when new media-

channels like social media entered

the Internet. Social-media as special

forms of networked media are sets of

applications, tools, and services

which enables people to connect

with each other online for the

purpose of sharing and exchanging

information (or knowledge) likewise

to create their online-communities

(Matesic, et el. 2010). This

importance of social media shows its

benefit in achieving effective

communication with group of people

that has same identity. This means

its potential can be harnessed to

create awareness or publicize to a

particular group of people that have

familiar characteristics (for example

Facebook can be used to reach out

to teenagers, LinkedIn can be used

to reach out to those looking for

jobs).

1.2 Problem Statement

Studies showed when social media lacks

exciting and innovative applications or

lacks relevant content or has low

engagement can render social media

ineffective. Focusing on higher

institution, Efthymios and Stagno (2013)

identified the role and importance of

social media on the choice of future

students for a study and university in

comparison with the traditional university

marketing channels in the Netherlands.

Survey was done on the sample size of

403 and data analysis was done through

statistical program PASW version 18.

The findings revealed that future

students rank the social media last in a

list of information channels which

influenced their choice of a study and

university. According to the author the

possible reasons for these results are

attributed to lack of relevant content. This

is as a result of low engagement of such

tools by universities as public relation

and direct marketing tools. As most users

of internet expect to see links with

corporate blogs, discussion forums or

social networking applications like

Twitter, Facebook, YouTube, Flickr,

Delicious, Digg on the web pages they

visit; most of the universities don't

provide online visitors with such options

on their home pages likewise some

universities limit their focus only on social

networks such as Twitter and Facebook.

Furthermore, other factors like lack of



exciting and innovative applications and

lack of other forms of social media such

as blogs, online communities, forums, as

well as bulletin boards create a barrier to

connect with future students. Thus,

developing attractive social media

applications as well as connecting with

potential students posed major challenge

for university marketers.

In addition, study by Hall (2014) on how

higher education institutions in the

University System of Georgia make use

of social media, compared social media

use among the different types of

institutions (research, comprehensive,

state college and state university) found

that higher education institutions have

good understanding of the importance of

using social media, but many are not

taking advantage of tools and strategies

that can help them succeed. Indicating

that inappropriate implementation of

social media efforts can make

organization to be prone to crisis.

However, as media content is becoming

wider accessible so also avenues for

crisis is increasingly emanating. This is

as easy access give chance to express

dissatisfaction, hatred or disgust over

certain issues, individual and

organization. Odhiambo (2012) studied

Social Media as a tool of marketing and

creating brand awareness, concluded

that even though social media are

becoming popular and effective

marketing tools, it can pose a threat and

opportunity to organizations as they can

rapidly spread the views of dissatisfied

customer’s comments.

1.3 Objectives of the Study

The objectives of this study is to

investigate the effectiveness of

social media effort in the institution of

higher learning. Since this study’s

major focus is on institution of higher

learning, this study aims to unravel

the importance of social media on

collaborative learning, information

sharing, marketing, and social

engagement in higher institutions.

1.4 Significant of this Study

This study will add to public relations

and marketing literature, likewise,

will help practitioners to know areas

to channel social media tools.



The findings of this study can be

harnessed by higher institutions, and

some other organization

management to gain more

understanding on social media

efforts.

This empirical analysis as well as this

study’s theoretical framework will

give a background knowledge or

review for other researchers that

wants to undergo study in a related

work.

1.5 Research Framework

H1

H2

H3

H4

Literature Review

2.1 Introduction

Based on the objective of this study

which is to investigate social media

efforts in the institution of higher

learning focusing on one of the highly

rated institutions in Malaysia. The

literature review discusses different

aspects of social media efforts based

on past studies. Studies have

revealed different importance of

social media efforts in institution of

higher learning, concluded that


higher learning is geared towards

collaborative learning (VanDoorn

Collaborative learning

Marketing

Information Sharing

Social engagement

Social Media efforts (in the

institution of higher learning)



and Eklund 2013) information

sharing (Foroughi, 2011; Reddy,

2014) marketing (Nazeer, 2017);

Pradiptarini, 2011) as well as social

engagement (Liu, 2010).

2.2 Literature Review on Social Media Efforts in the Institution of Higher Learning

2.2.1 Collaborative Learning

Yang (2003) studied the effects of social

networks on students’ performance;

using data from a 40-student course on

Advanced Management Information

Systems (AMIS), empirical test was done

on how social networks (friendly,

advising, and adversarial) related to

students’ performance. Firstly, advising

network variables (consist of relations by

which individuals share resources like

information, assistance, and guidance

which relates with completion of their

work) are positively related to student’s

performance both in the class and on the

forum. Adversarial variables (referred to

those relations that may involve negative

exchanges, causing anger, emotional

distress, or indifference) negatively

correlated with almost all students’

performance (as they are detrimental to

student performance.

Foroughi (2011) examined a research

framework for evaluating the

effectiveness of implementations of

social media in higher education;

indicated that many college campuses

have begun to use Web.2.0 social media

technologies like blogs, Facebook,

Twitter, and YouTube to enhance

information sharing and collaboration

among faculty, administrators, and

students. Further indicated that

universities have started providing

support and infrastructure in supporting

social media initiatives, likewise social

media tools are being used as part of

course content and delivery, where

students can use them for collaboration

and group decision making on real-world

projects.

Guy, (2012) examined the use of social

media for academic practice, through the

review of literature suggests that social

media holds promise for academia, as

reported that students have diverse

beliefs, perceptions and experiences on

social media technologies there is

willingness among students to

incorporate social media into their



learning experiences, also majority of

faculty supported utilizing social media to

enhance student engagement as well as

provide course content in a more

participatory and active ways.

VanDoorn and Eklund (2013) studied

social media and the learning and

teaching potential of symmetrical,

synchronous communication by

designing 10-item questionnaire and

asking students to evaluate their

experience after exposure to a course

through Facebook. Results showed that

social networking offers learners and

teachers exciting opportunities to

communicate, likewise Web 2.0 and its

synchronous communication platforms

provide new opportunity for teachers to

deliver curriculum and facilitate learning.

It also provides new avenues for students

to engage and intensify learning, as

students were able to chat in real-time

with a teacher. Therefore, it is concluded

that in the evolving, flexible-learning

tertiary environment, effective and viable

computer mediated communication

(CMC) can be explored as an alternative

to face-to-face teaching.

Henderson, Ilana and Beale (2013)

examined social media for collaborative

learning; through literature review

revealed that social media were utilized

most effectively for learning purposes

when pedagogical design considered: (1)

how the media could extend learning by

offering new opportunities like working

with outside experts as well as use to

receive timely feedback; (2) the need to

carefully prepare students for

collaborative use of social media like

developing explicit processes in

supporting and educating students to

work together collaboratively.

Alfaki and Alharthy (2014) examined the

use of social networks to promote

learner’s language, based on

experimental research method where

data were collected through pre- and -

post tests, through randomly selection

two groups of 80 subjects were selected

and data analyzed through SPSS,

findings revealed a remarkable progress

of the experimental group that make use

of social networks compared to the

control group, that did not use these

social networks. The study further found

that learning through social networks is

more effective compared to traditional

learning that has no access to social

networks, and collaboration is

considered useful learning strategy to



improve learners’ second/foreign

language.

Gerald C. and Kristen M., (2014) studied

characterization of social networks for

effective communication and

collaboration in computing education, the

paper discusses author’s experience

with different social networking sites

(Twitter, Google+ and Facebook) to

engage learners in various computer

science courses at Miami University.

The study concluded that one emerging

form of communication that has gained

widespread recreational use is social

networking like Facebook and LinkedIn.

As the popularity of social networking is

continually increasing through social

media, social networking had gone

beyond sharing mundane details of

user's personal life to achieving

communication and collaboration in

educational and corporate settings.

Increasingly, social media are being used

for daily communication within the

workplace in order to assist in sharing

expertise across the organization. The

study further indicated that the major

benefit of implementing social

networking into the classroom settings

was to allow students and project

stakeholders to have fast access to

specific information. Findings showed

that after having this access, students

were able to leverage the knowledge and

skills of their peers, therefore makes

them to be more productive and more

likely to improve on their academic

performance.

Elham, Wafa and Al-Badi (2014) studied

adoption of social networking in

education, through a survey amongst

Omani 106 students in different

universities and other higher institutions,

found that using Social networks tools by

students allowed them to control their

own learning environment likewise gave

them chance to share their knowledge

with other students in different ways like

texting, voice, as well as video media.

Furthermore, it was revealed that Web

2.0 tools, like Facebook, blogs, YouTube,

as well as online courses gave students

better learning opportunities to enhance

their educational performance, thus

students have preference in finding

better ways of learning by changing their

learning styles and connecting with an

environment with more dynamic social

potential rather than studying in isolated

environments that provide traditional

learning styles.



Nathara and Purayidathil (2015)

examined social networks as a tool for

education, concluded that social

networking promises to be a powerful

educational tool which allows students

share information and collaborate with

others as never before. Therefore

suggested the need for school

management or administrators to

arrange some experts in the area of

social networks to clear student doubts

as well as equip them with the knowledge

on ways of using social networks

effectively for their learning activities.

This will assist students save both their

money and time when doing their

interactions through the Internet

compare to meetings in a particular

place. Furthermore, when students do

their exchange of papers as well as

submit their projects and assignments

through the Internet, they can save the

printing cost. Thus, school administrators

should encourage and educate students

on how to go about use of social media

for academic purpose.

Aysun and Sona (2017) examined the

effects of social media use on

collaborative learning, by making use of

online questionnaire, data are collected

from the students of one of the largest

university in Turkey. The results showed

that perceived ease of use is a predictor

of perceived usefulness and both of

these have impact on the use of social

media by students for educational

purposes. Furthermore, the use of social

media improves peer interactions and

students course engagement, likewise

improves students’ interaction with

members of faculty. Finally, peer

interactions as well as course

engagement have significant positive

effect on collaborative learning.

Daisy and Naatus (2017) focused on

experiential learning in digital marketing:

a library social media takeover, indicated

that students that involved in the library

social media project were able to add to

their digital marketing skills which would

not have been possible through

traditional class work. Also, the

development of social media library

assists the school to forge collaborative

relationships between students and

academic departments as well as

improve the quality as well as frequency

of posting on social media, increases

students involvement in library and

alleviating job strains on professional

librarians.



Chawinga (2017) investigated ways

social media facilitates teaching and

learning, data were collected through

analysis of blog and Twitter posts by

students, also data were collected

through a questionnaire which was sent

to 64 students to know their perception

on the use of blogs and Twitter in a

classroom environment. Findings

showed that if appropriately deployed,

blogs and Twitter are catalysts for the

much hyped learner-centred approach to

teaching because with the use of these

technologies students were able to share

and discussed course materials, posted

their course reflections as well as

interacted amongst themselves and with

their lecturer 24/7.

2.2.2 Marketing

Melewar Nichola Smith, (2003)

study examines the implication that

an internet presence can bring to

firm’s goals marketing strategies. It is

observed that rapid internet adoption

as a commercial channel has

generated in more innovative ways

of marketing to consumers in

computer-mediated environment.

The use of internet facilitates

organization potential to reach

target-audiences in more efficient

way. With the use of demographic-

data and previous interactions

history, companies can get more

accurate customers profile. In

addition, internet by nature,

promotes a globally standard-

approach to promotion and

advertising, this allows companies to

realized lost-economies as well as

generates cohesive product-

positioning globally.

Jennifer Rowley, (2004)

proposed a model for an online

brand development. Examined the

nature of brands and branding which

leads to consideration of some of the

unique aspects of online-branding.

Since Web-pages have significantly

played an important role in online-

branding, it can help to communicate

brand messages and values.

Branding is an important tool in

building customer confidence and

familiarity. Rowley suggests that

managers should take a systematic

approach in developing brands in the

online market place by designing

Web-site to communicate and

reinforce brand. Effective Web-site



design is crucial in terms of its uses;

likewise central-focus in the branding

process should be messages and

communication. Brand builder task is

to tease out and communicate brand

values that take the organization

exactly where it wants to go, at the

same time building and

acknowledging on the existing

attribute, values, or personality-traits

that existing users have in common

with the organization.

Noel-Levitz, (2007) examines use of

online media to build an e-recruitment.

The study makes use of responses from

a telephone-survey of 1,018 college-

bound high school seniors. According to

Noel-Levitz, like traditional recruitment

programs, many e-recruitment also

makes effort at gathering student

information or data and then push them

to apply. It further states that increased

effort made by the institution at the initial

application is complemented when effort

is made at keeping collected data from

these students on an accepted student

site; these data can be used to continue

communicating and making connections

with these students as this will increase

their chances of enrolling. Therefore, it

was suggested in the study that

institution need to make it has an effort to

harness that potential of online publicity

not just to create awareness or published

about a particular institution but also to

educate admitted students on application

process. This study indicates that

constant effort needs to be made by

organization to keep information pace

with their target public, not only at an

initial stage but on a continuous bases to

sustain their relationship. Noel-Levitz,

further states that this technique

encourages the term “Friendenomics,”

the use of advertising and marketing on

social-networking sites by firms to

promote their services and products;

rather than just advertising, this

marketing techniques will sustain

interaction.

Study by Pradiptarini (2011) on

measuring effectiveness of social media

marketing and identifying social media

target market, shows that generation Y

(which also includes students) are most

users of social media sites even though

they might not be main target. It further

indicated that social media marketing

effectiveness is highly influenced by its

messages/contents quality, the

organization’s involvement, and its link

with the other marketing platforms.



Odhiambo (2012) studied Social Media

as a tool of marketing and creating brand

awareness, concluded that social

networks and the Web offered large and

small companies new and unique

opportunities to engage with their

customers as well as learn more on their

customers’ needs in real time like never

before. Thus, suggested that the peer

group online social network effect can

potentially influence purchase decisions

based on its viral effect.

Thoene (2012) examined the effect of

social media, focusing on Twitter and

Facebook on the purchasing behavior of

college students by testing correlations

between recommendation on social

media and consumption patterns. Result

revealed that both Twitter and Facebook

were being used to get sales promotions

and information by students. Further, it

revealed that gender has significant

impact on both social networking sites;

and the higher the frequency of social

media usage the more likely students are

to shop at their choice of business

Akyol (2013) studies Social Media and

Marketing: Viral Marketing, concluded

that the way people used to

communicate has completely changed

and now easier for consumers to share

their experiences about brands, products

and services through internet. Today,

compliance with technology and

marketing approaches will help

organizations to engage in efficient

marketing activities.

Study done by Ghulam (2014) on

Consumer’s Behavior and Effectiveness

of Social Media, using questionnaire

survey on sample of 1000 young

consumers between age group of 18-50

who make use of social media, revealed

that social media has a significant impact

on consumption behavior in Pakistan.

This is as respondents indicated that they

have preference for online transaction as

it is convenience likewise the products

are easily home delivery

Social media is considered as a tool for

viral marketing, study was done by Siva

and Kannan (2016) to investigate the

effectiveness of viral marketing with

major focus on educational institutions

with samples of 140 respondents

selected using a convenient sampling

method. A questionnaire was prepared

using five-point Likert scale method. The

study revealed that viral marketing plays

an important role in educational



institutions, this is viral marketing

increase brand awareness as well as

enhance brand image

Nazeer (2017) study was to find out the

attitude and behavior change among

university students of Lahore based on

advertisements on social media through

KAP survey using questionnaire for data

collection and stratified random sampling

as technique, findings showed that user’s

exposure to social media advertisements

leads them to change in attitude and

behavior within the age group (26-35 y);

this is as the results revealed correlation

between media exposure and attitude of

the media user. Furthermore, results also

showed that male students are more

affected by exposure to social media ads

compared to female students.

2.2.3 Information Sharing

According to Matesic, Vuckovic, and

Dovedan (2010) Social media is a

new communication and

collaboration channel which has

profoundly influenced on all

structures of society. Further

explained that social media offer

participatory avenue which allows for

two-way communication, that the

traditional media does not possess.

Their study indicates that social

media as a new communication-

channels emerged to enhance

marketing and public relations

activities; likewise its uses enable

people to connect with each other

online for the purpose of sharing and

exchanging information (or

knowledge) likewise to create their

online-communities, which give

avenue to reach people with certain

age group, or particular interest.

Baruah (2012) examined the

effectiveness of Social Media as a tool

communication and its potential for

technology enabled connections,

indicates that social media like twitter,

Facebook, Skype, orkut, MySpace, and

others, are used extensively for

communication purpose and one

significant advantages of the use of

social media is the online sharing of

knowledge and information among the

various groups of people. This online

sharing of information also promotes the

increase in the communication skills

among the people especially among the

students/learners in educational



institutions. Online technology has not

only mediated communication in different

ways, but has also changed the ways of

communication. Thus, Social media have

the potential of fundamentally changing

the character of individual social lives, at

both interpersonal and community level.

Hussein (2013) study the effectiveness of

using social communications Networks in

Mathematics teachers professional

development, indicated that the social

networking has the strongest impact on

the growth of the users, further stated

that the use of information technology aid

easy information transfer likewise can be

harnessed in educational system.

Alassiri, Muda and Ghazali (2014)

studies usage of social networking sites

and technological impact on the

interaction-enabling features, indicated

that social networking site has become a

crucial platform for communication for

information sharing, image posting and

socializing with others which are

appreciated and used among students,

organizations and government to provide

efficient and cheap service. Furthermore,

social networking sites allow users to

interact conveniently with millions of

other users instantaneously. The

technological features of online

networking site support information

sharing, posting of images and allow

users to socialize with other users who

are at distant locations.

Reddy, (2014) studied the influence of

social media on international students’

choice of university and course; the

samples are 167, international students

responded to the survey questionnaire

based on dichotomous; demographic;

multiple choice; rating scale and open-

ended questions. The results showed

active social media participation among

international students, likewise revealed

the importance of social media as it

influences international students’

decisions on course as well as university

selection. Likewise support, the

importance of social media in meeting

students information needs.

Knight-McCord, et al. (2016) investigated

what social media sites are mostly used

for by college students, through survey

on 363 students, revealed that 76% of

students make use of social networking

sites for 1-10 hours daily and 80%

indicated they use the sites more on the

weekend. Findings further showed that

Students are most likely to use social



networking sites that allowed them to

post videos and pictures and they are

least likely to use social networking sites

that allow them to develop a professional

network or post media content into

organized categories.

2.2.4 Social Engagement

In a survey by Reuben, (2008) on the

use of social media in higher

education in the study, 148 colleges

and universities responded to the

survey. The study revealed that

social media are prominently used

among colleges and the university

that was surveyed, as it is been used

to reach their target audiences; out of

the 148 surveyed, just over half (that

is 53.79 percent) of the

college/university were reportedly

having an official Facebook-Page for

their campus, likewise 20 of them

have developed a custom application

for Facebook. Findings shows that

most colleges and University

surveyed were using the official

Facebook page as a tool to

communicate with current-students,

to reach out to alumni, and for

recruitment. This study indicates the

impact of social media on publicity in

University and Colleges.

Liu, (2010) examined social media tools

as a learning resource; random sampling

was used for data collection through an

online survey with 221 students. The

results shows that among students three

top-used social media tools are

Facebook, Wikipedia and YouTube; and

the major reasons for the use of social

media tools are for social engagement,

direction communication, fast feedback,

and building relationship. Thus,

suggested educational implications of

some of these tools as a valuable

resource for learning and teaching.

Efthymios and Stagno (2013)

identified the role and importance of

social media on the choice of future

students for a study and university in

comparison with the traditional

university marketing channels in the

Netherlands. Survey was done on

the sample size of 403 and data

analysis was done through statistical

program PASW version 18. The

study revealed that most social

media applications users employed



the use of social media basically for

social interaction and information

seeking.

Asmaa (2014) examined the use of

formative assessment and social media

for effective learning, indicated that

enhance effective learning environment

support learning is very important and to

make teaching and learning more

student-oriented mediation of technology

can be crucial, this is as educators can

effectively use online social networking in

supporting educational goals. Thus, to

make it possible, schools embrace social

media technology to increase student

engagement and skill development when

knowing how to use it properly.

Furthermore, online collaboration on an

assignment will allow students to share

their knowledge with one another as well

as build communication skills.

Hall, (2014) examined how higher

education institutions utilize social

media; using interviews and a content

analysis indicated that as social media

has gained popularity, higher education

institutions have begun to develop social

media platforms to interact with current

and prospective students as well as

alumni.

Mbodila, Ndebele, and Muhandji (2014)

studied the effect of social media on

student’s engagement and collaboration

in higher education, the study was done

on students enrolled for ‘Foundation

Information Technology (FIT)’ module at

one South African University as they

were exposed to the Facebook social

network as a platform for different

academic activities; through quantitative

paradigm, a semi-structured

questionnaire was administered to the

students when the course started to

unravel their familiarity with Facebook

and to measure its impact at the end of

the module. The results obtained

revealed that the use of Facebook

significantly increased impact on

student’s engagement and collaboration.

Therefore suggested the need for

universities to embrace the use of social

media for learning and teaching.

Rajesh and Jithin (2015) examined the

effectiveness of social media in

education, revealed that social media is

very useful tool in education purposes

and beyond, this is as students can make

use of social media for blogging services,

interaction services, group services in

their studies as well as make use Social



Media to search for colleges and career

opportunities.

Research Methodology

3.1 Introduction

This research objective is to

investigate the effectiveness of

social media effort in the institution of

higher learning. This chapter

highlights the methodological

framework which were used to

achieve the research objectives. The

main focus in this chapter is on the

research method, research design,

sampling techniques, data collection,

and data analysis. This research

methodology also provides

discussion on the rationale of

alternatives, which include benefits

and possible limitations of those

alternatives.

3.2 Research Hypotheses

Testing the effectiveness of social

media efforts in the institution of

higher learning, this proposed

research will investigate:

H1: Significant relationship exists

between the use of Social Media

efforts and collaborative learning in

the institution of higher learning.

H2. Significant relationship exists

between Social Media efforts and

marketing in the institution of higher

learning.


between the use of Social Media

efforts and information sharing in the

institution of higher learning.


between Social Media efforts and

social engagement in the institution

of higher learning.



3.3 Research method

The study employed quantitative

approach. The quantitative approach

was done with the use of descriptive

statistics done through SPSS 20.0. The

descriptive analysis will be done on the

close ended questions. Quantitative

approach is statistical method employed

to enhance easy interpretation of data.

Also it is a reliable method employed to

enhance concise analysis of the findings

(Creswell, 2009).

Survey as a method that can be used

to draw out responses from the

respondents is employed in this

study. To facilitate this, a well-

structured questionnaire was

designed and given to Students in

one of high ranking private University

in Malaysia to know there view about

the effectiveness of social media

efforts in the institution.

3.4 Research Design

Survey as a method of drawing out

responses through questionnaire is

used in this study. The questionnaire

were distributed to Students of one of

the high ranking private University in

Malaysia. In order to have valid and

reliable result the questions are in-

depth, and it will guide to reach a

valid and reliable conclusion.

Creswell (2009) indicates survey

method as an approach that provides

numeric description of trends,

opinions or fact of a population by

studying a sample of that population.

Through the approach the

generalization and the interpretation

of the result was done based on the

analysis of responses gathered from

the students.

Questionnaire survey is the tool used

for this research, this is as it is

believed to suit this research.

Questionnaire was chosen because

of its advantage of attracting quick

data collection at a low cost.

According to Blaxter, Hughes and

Tight (2010) questionnaire survey

have given various advantages,

which include;

• Questions are designed to be

unbiased and impartial.

• It is suitable for large-size data

representation



• Less expensive

• Provide high anonymity

Based on the study 200

questionnaire were designed and

distributed to respondents. The

questionnaire was designed in a way

that will be easily understood by the

respondents. The questionnaire is

divided into different sections. The

first part contained demographic

question like gender, and level of

education, which options are given in

Nominal, and Rating form. The

second part in the questionnaire

focused on the effectiveness of


higher learning, the questions in this

part are in Likert-scale form. The

Likert-scale questions contained

different options which are: SA-

Strongly Agreed, A-Agreed, D-

Disagreed, SD-Strongly Disagreed.

This is designed to measure the level

of agreement and disagreement in

which respondents have toward a

particular question in the

questionnaire. For example,

respondents that indicate “strongly

agreed” toward a question shows his

or her strong opinion on such

question compare to respondent that

just indicate ‘agreed”.

However, survey has limitation,

which includes; the issues of

accuracy and truthfulness, breadth of

data rather than depth, focus on

snapshots of points rather than

underlying processes. However,

purposive sampling employed is a

good technique to achieve reliability

in the research findings.

3.5 Sampling and Population

The sample Size is 200 students

from one of the high ranking

university in Malaysia. Furthermore,

purposive sampling method is

employed. According to Oliver and

Jupp (2006) Purposive sampling is

used in cases where the specialty of

an authority has the chance to be

selected, this creates room for more

representative sample that can bring

more accurate findings than by using

other probability sampling methods.

Since this study majorly focused on

institution of higher learning,

students were majorly focused to



provide reliable information needed

to achieve valid report.

3.6 Data Collection

The Data collected was done with

the use of questionnaires with choice

options in Likert-scale. Data

collection will be done by distributing

questionnaire to 200 students in the

focused university. As survey

approach was employed in this

study, the face to face contact with

the respondents allowed

respondents to ask question to seek

further information which is crucial

for valid and reliable report. This

survey method is suitable to answer

the questions of this study, as it

allowed respondents to respond to

the structured questions (in the

questionnaire) which will then be

analyzed to reveal the findings of

effectiveness of social media effort in

the institution of higher learning

(Descombe, 2010).

3.7 Data Analysis

Based on the quantitative approach

employed, primary analysis was

done on the collected data with the

use of SPSS 20.0. The quantitative

analysis has enormous advantages,

which include its capacity to provide

solid foundation for analysis and

description (Descombe, 2010).

Quantitative analysis also indicates

that this type of analysis provides an

effective way of organizing numerical

data and communicating the

research results to others. This

benefits means quantitative analysis

will be very suitable for the

achievement of the research

objectives.

3.8 Ethics

The research was conducted and

planned to be quantitative and

reliable. To facilitate ethics before

involving in the research, a proposal

was written which was approved by

the supervisor. In the course of the

research, the Market Research

Society Code of Ethics and

Guidelines was strictly adhered.

Those that participated in this

research, their consent were sought

likewise they were informed about

the purpose of the research, also



participation was voluntary. The Data

analysis was conducted with great

fairness, neutrality, honesty, integrity

and impartiality. Also the secondary

data used were cited and they were

from the right sources. Also Harvard

referencing and citation was

employed in the report.

DATA ANALYSIS

4.1 Introduction

Based on this study which is to

investigate the effectiveness of Social

Media efforts in institution of higher

learning, quantitative analysis was done

with the use of SPSS. For the purpose of

this study 200 questionnaires are

distributed to students in one of the highly

ranked university in Malaysia. This

chapter represents the analysis of

questionnaire gotten from 200

respondents. The data analysis was

done through SPSS Version 20.0

program, otherwise called Statistical

Package for Society Science. The data

were put into the SPSS tool which was

used for different tests, including

normality test, reliability test, as well as

linearity test. Furthermore, in this chapter

analysis were done on the descriptive

analysis, correlation, and regression

analysis. The analysis revealed the

findings of the research hypothesis which

are:

H1: Significant relationship

exists between the use of Social

Media efforts and collaborative

learning in the institution of

higher learning.

H2. Significant relationship

exists between Social Media

efforts and marketing in the

institution of higher learning.


exists between the use of Social

Media efforts and information

sharing in the institution of higher

learning.


exists between Social Media

efforts and social engagement in

the institution of higher learning.



4.2 Data Analysis

4.2.1 Demographic Characteristics

Statistics

Gender Age

Marital

Status

Ethnic

Group

N Valid 200 200 200 200

Missin

g 0 0 0 0

Mean 1.5100 2.2800 1.5350 2.1950

Median 2.0000 2.0000 2.0000 2.0000

Mode 2.00 2.00 2.00 2.00

Std. Deviation .50115 .77109 .51974 .99596

Variance .251 .595 .270 .992

Minimum 1.00 1.00 1.00 1.00

Maximum 2.00 4.00 3.00 4.00

Table 4.1: Demographic Statistics

The table 4.1 showed the demographic

statistics which revealed the means,

median, mode, standard deviation,

variance, minimum and maximum. As

showed through the table, the

demographic statistic showed the data

collected from 200 participants who are

students in one of the high ranking

private university in Malaysia. The table

revealed the analysis of the data

collected through questionnaire

instrument. As showed in the above

table, analysis showed 0 in the missing

column, thus, indicate that there was no

missing data in the data gathering

process. The analysis showed the

demographic data for the gender, age,

marital status, and ethnic group of the

respondents.



4.2.1.1 Gender

Gender

Frequen

cy Percent

Valid

Percent

Cumulative

Percent

Valid Male 98 42.6 49.0 49.0

Femal

e 102 44.3 51.0 100.0

Total 200 87.0 100.0

Total 230 100.0

Table 4.2: Gender

Figure 4.1: Gender



Table 4.2 and figure 4.1 shows the respondent gender. It shows that out of 200

participants in this study, 51% of the students were female while 49% of the students

were male. Hence showed that there were more female representation in this study

compared to male.

4.2.1.2 Age

Age

Frequen

cy Percent

Valid

Percent

Cumulative

Percent

Valid Below

20 26 11.3 13.0 13.0

21-30 105 45.7 52.5 65.5

31-40 56 24.3 28.0 93.5

Above

40 13 5.7 6.5 100.0

Total 200 87.0 100.0

Total 230 100.0

Table 4.3: Age



Figure 4.2: Age

Table 4.3 and figure 4.2 showed the age of the respondents who participated in this study.

The analysis which was done with the use of SPSS revealed that respondents below the

age of 20 years were 13% while those within the age range of 21-30 were 52.5%. In

addition, the respondents within the age level 31-40 year constituted 28% of the

respondents while respondents who are above 40 years of age constituted 6.5% of the

respondents

4.2.1.3 Ethnic Group

Ethnic Group

Frequen

cy Percent

Valid

Percent

Cumulative

Percent

Valid Chines

e 60 26.1 30.0 30.0

Malay 64 27.8 32.0 62.0

Indian 53 23.0 26.5 88.5

Others 23 10.0 11.5 100.0



Total 200 87.0 100.0

Total 230 100.0

Table 4.4: Ethnic Group

Figure 4.3: Ethnic Group

Table 4.4 and figure 4.3 shows the ethnic group that the respondents belong to, it

showed that 30% of the respondents were Chinese, while 32% of the respondents were

Malay. Likewise, the Indians constituted 26.5% of the respondents, this followed by others

who belong to various ethnic groups; they constituted 11.5% of the respondents.

4.2.1.4 Marital Status

Marital Status

Frequen

cy Percent

Valid

Percent

Cumulative

Percent

Valid Single 180 78.3 90.0 90.0

Marrie

d 18 7.8 9.0 99.0

Others 2 .9 1.0 100.0



Total 200 87.0 100.0

Total 230 100.0

Table 4.5: Marital Status

Figure 4.4: Marital Status

Table 4.5 and figure 4.4 showed the Marital status of 200 respondents who participated

in this study. As revealed through the above table, analysis shows that those respondents

who are single are 90% and those respondents who are married are 9% of the

respondents while others who neither married or single constituted just 1% of the

respondents.

4.2.2 Analysis of the Tests

4.2.2.1 Reliability Test

Variables Cronbach Alpha Value Number of Items



Social Media Efforts 0.929 8

Collaborative Learning 0.895 8

Marketing 0.912 8

Information Sharing 0.927 8

Social engagement 0.919 8

Table 4.6 Reliability Statistics

Table 4.6 showed the reliability test, the analysis showed different variables and their

Cronbach alpha value as well as the number of items. Findings showed that total items

(total number of questions for all the variable) is 40 as there are 8 items for each variable.

For the social media efforts, the Cronbach alpha value is 0.929, for the collaborative

learning variable the Cronbach alpha value is 0.895 and for the marketing variable the

Cronbach alpha value is 0.912, also for the information sharing variable the Cronbach

alpha value is 0.927 while for the social engagement variable the Cronbach alpha value

is 0.919. This showed that the results gotten for all the variables is above 0.7 which is

considered to be the required value to show the reliability for each variable. Therefore,

this results showed that all the variables used for the purpose of this study are considered

to be reliable.

4.2.2.2 Normality Test

Tests of Normality

Kolmogorov-Smirnova Shapiro-Wilk

Statistic df Sig. Statistic df Sig.

Social Media Efforts .150 200 .000 .958 200 .000

a. Lilliefors Significance Correction

Table 4.7 Test of Normality

Table 4.7 showed the test of normality of 200 sample size. As revealed through the table

above the Kolmogorov-Smirnova significance value was 0.000; therefore indicated that

this result don’t meet up with minimum requirement of 0.05 for this test. In addition, the



Shapiro-Wilk significance value based on the analysis showed 0.000. However, since this

study involved 200 respondents, who were given questionnaires, Kolmogorov-Smirnova

test is considered suitable, since there were 200 respondents. Also as Shapiro-Wilk test

is suitable for studies with respondents below 50 samples. Nevertheless, based on the

tests of normality that was conducted in this study, findings do not meet up with the

required level, hence the need to conduct another test before proceeding to other tests.

For this reason, Z-score was conducted in this study. The z-score formula is shown below:

Descriptives

Statistic

Std.

Error

Social Media

Efforts

Mean 2.4713 .05399

95% Confidence

Interval for Mean

Lower

Bound 2.3648

Upper

Bound 2.5777

5% Trimmed Mean 2.4653

Median 2.5000

Variance .583

Std. Deviation .76356

Minimum 1.00

Maximum 4.50

Range 3.50

Interquartile Range 1.00

Skewness -.144 .172



Kurtosis .008 .342

Table 4.8 Test of Normality

Z-Score = -0.144/0.172

Z-score= -0.84

By using the above formula, the findings showed that z-score equal to -0.84. Z-

Score value have to be within the value of -3.29 and 3.29 (-3.29 < Z > 3.29). As calculated

below the Z- Score value of this data is -0.84, this implies that even though the data is

not normally distributed, the non-normality assumption violation is not serious, therefore

this research can be proceeded to the next stage.

Figure 4.5 Histogram of Residual



Figure 4.6: Normal Q-Q plot

The chart above showed the histogram of Residual functions used in measuring

the normality according to the data that were gathered. As showed in figure 4.5, the

histogram showed a bell shape. Thus, indicated that the Normal Q-Q plot that the results

were issued out normally.



4.2.3 Linearity Test

4.2.3.1 Linearity between Social Media Efforts and Collaborative Learning

Figure 4.7: Relationship between Social Media Efforts and Collaborative Learning

Figure 4.7 showed the scatter plot graph which explained the relationship between

collaborative learning and social media efforts of the higher institution. Social Media effort

is a dependent variable laid on y-axis while collaborative learning is an independent

variable was laid on x-axis. As shown in the graph above, R-square = 0.677, showing,

there is 67.7% of the total variation in Dependent Variable (social media efforts) can be

explained by Independent Variable (collaborative learning). Additionally, the slope = 0.93

means, for every 1 unit increase in Independent Variable (collaborative learning), there

will be an increase by 0.93 in Dependent Variable (social media efforts). Thus, the

analysis showed relationship between social media efforts and collaborative learning

which is also considered to be positive, as showed that y = 0.14 + 0.93*x based on the

above linear equation.



4.2.3.2 Linearity between Social Media Efforts and Marketing

Figure 4.8: Relationship between Social Media Efforts and Marketing


marketing and social media efforts of the higher institution. Social Media efforts is

dependent variable laid on y-axis while marketing is an independent variable was laid on

x-axis. As shown in the graph above, R-square = 0.641, showing, there is 64.1% of the

total variation in Dependent Variable (social media efforts) can be explained by

Independent Variable (marketing). Additionally, the slope = 0.87 means, for every 1 unit

increase in Independent Variable (marketing activities), there will be an increase by 0.87

in Dependent Variable (social media efforts). Thus, the analysis showed relationship



between social media efforts and marketing which is also considered to be positive, as

showed that y = 0.37 + 0.87*x based on the above linear equation.

4.2.3.3 Linearity between Social Media Efforts and Information Sharing

Figure 4.9: Relationship between Social Media Efforts and Information sharing


information sharing and social media efforts of the higher institution of learning. Social

Media efforts is dependent variable laid on y-axis while information sharing is an

independent variable was laid on x-axis. As shown in the graph above, R-square = 0.384,

showing, there is 38.4% of the total variation in Dependent Variable (social media efforts)

can be explained by Independent Variable (information sharing). Additionally, the slope =

0.64 means, for every 1 unit increase in Independent Variable (information sharing), there



will be an increase by 0.64 in Dependent Variable (social media efforts). Thus, the

analysis showed relationship between social media efforts and information sharing in the

institution of higher learning, which is also considered to be positive, as showed that y =

0.71 + 0.64*x based on the above linear equation.

4.2.3.4 Linearity between Social Media Efforts and Social Engagement

Figure 4.10: Relationship between Social Media Efforts and Social Engagement

Figure 4.10 showed the scatter plot graph which explained the relationship between social

engagement and social media efforts of the higher institution of learning. Social Media

efforts is dependent variable laid on y-axis while social engagement is an independent

variable was laid on x-axis. As shown in the graph above, R-square = 0.282, showing,

there is 28.2% of the total variation in Dependent Variable (social media efforts) can be

explained by Independent Variable (social engagement). Additionally, the slope = 0.55



means, for every 1 unit increase in Independent Variable (social engagement), there will

be an increase by 0.55 in Dependent Variable (social media efforts). Thus, the analysis

showed relationship between social media efforts and social engagement in the institution

of higher learning, which is also considered to be positive, as showed that y = 1 + 0.55*x

based on the above linear equation.

4.2.4 Pearson Correlation Analysis

Correlations

Social Media

Efforts

Collaborativ

e Learning

Marketi

ng

Information

Sharing

Social

Engagement

Social Media

Efforts

Pearson

Correlation 1 .823** .801** .620** .531**

Sig. (2-tailed) .000 .000 .000 .000

N 200 200 200 200 200

Collaborative

Learning

Pearson

Correlation .823** 1 .840** .652** .661**

Sig. (2-tailed) .000 .000 .000 .000

N 200 200 200 200 200

Marketing Pearson

Correlation .801** .840** 1 .673** .630**

Sig. (2-tailed) .000 .000 .000 .000

N 200 200 200 200 200

Information

Sharing

Pearson

Correlation .620** .652** .673** 1 .752**

Sig. (2-tailed) .000 .000 .000 .000

N 200 200 200 200 200

Social

Engagement

Pearson

Correlation .531** .661** .630** .752** 1

Sig. (2-tailed) .000 .000 .000 .000



N 200 200 200 200 200

**. Correlation is significant at the 0.01 level (2-tailed).

Table 4.9 Result of Pearson Correlations Analysis

Table 4.9 showed the correlation analysis done to know the relationships between

the independent variables as well as dependent variables. The table showed findings

gotten through Pearson Correlation data to unravel relationship between the collaborative

learning and social media efforts, which showed the r= 0.823. With reference to

Correlation Indices table interpretation, the relationship between collaborative learning

and social media efforts is highly correlated. Also, the significance value equals 0.000; as

this value is lower than 0.05; there is significance relationships between collaborative

learning and social media efforts.

Additionally, the table showed findings gotten through Pearson Correlation data to unravel

relationships between the marketing activities of the institution of higher learning and

social media efforts of the institution, which showed the r= 0.801. With reference to

Correlation Indices table interpretation, the relationship between marketing activities and

social media efforts is highly correlated. Also, the significance value equals 0.000; as this

value is lower than 0.05; there is significance relationships between marketing and social

media efforts.

Furthermore, the table showed findings gotten through Pearson Correlation data to

unravel relationships between information sharing and social media efforts, which showed

the r= 0.620. With reference to Correlation Indices table interpretation, the relationship

between information sharing and social media efforts is highly correlated. Also, the

significance value equals 0.000; as this value is lower than 0.05; there is significance

relationships between information sharing and social media efforts in the institution of

higher learning.

Lastly, the table showed findings gotten through Pearson Correlation data to unravel

relationships between the social engagement and social media efforts, which showed the

r= 0.531. With reference to Correlation Indices table interpretation, the relationship

between social engagement and social media efforts is moderately correlated. Also, the



significance value equals 0.000; as this value is lower than 0.05; there is significance

relationships between social engagement and social media efforts in the institution of

higher learning used to gather data in this study.

4.2.5 Multiple Regression Analysis

4.2.5.1 Model Summary

Model Summaryb

Mode

l R

R

Square

Adjusted R

Square

Std. Error of

the Estimate

Durbin-

Watson

1 .854a .730 .725 .40077 1.986

a. Predictors: (Constant), Social Engagement, Marketing,

Information Sharing, Collaborative Learning

b. Dependent Variable: Social Media Efforts

Table 4.10 Model Summary

Table 4.10 showed the correlation coefficients (R) is 0.854, which can be explained as all

the independent variable have relationships with each other. Additionally, this table

interpreted the coefficient of determination (R-Square) that is 0.730. This indicated that

the total of 73% of the variance of social media efforts can be described by Collaborative

learning, Information Sharing, Marketing, and Social engagement. Therefore, the

remaining of 27% of this variance that is within social media efforts cannot be explained

based on independent variables. Also, the Durbin-Watson column showed the data result

which revealed 1.986; showed that this result is within the required range of 1 - 3.



Figure 4.11 Scatter plot

Figure 4.11 showed the scatter plot which illustrates the relationship between the

dependent variable and the independent variables that involved 200 respondents. This

figure explained the relationship between regressions standardize residuals and

regression standardize predicted-values.

4.2.5.2 Anova Model

ANOVAa

Model

Sum of

Squares df

Mean

Square F Sig.

1 Regressio

n 84.702 4 21.176 131.840 .000b

Residual 31.320 195 .161

Total 116.022 199

a. Dependent Variable: Social Media Efforts

b. Predictors: (Constant), Social Engagement, Marketing, Information

Sharing, Collaborative Learning



Table 4.11 Anova Model

Table 4.11 revealed the significance value in this study, which is 0.000. Therefore,

showed that it is accepted as the minimum required data level should be below 0.05. In

addition, the table showed that the F-value is 131.840. Simultaneously, the regression

relationship between social media efforts and the independent variable counting with

collaborative learning, marketing, information sharing, and social engagement

4.2.5.3 Coefficients

Coefficientsa

Model

Unstandardized

Coefficients

Standardize

d

Coefficients

t Sig.

Collinearity

Statistics

B Std. Error Beta

Toleranc

e VIF

1 (Constant) .041 .121 .334 .739

Collaborative

Learning .604 .082 .535 7.401 .000 .265 3.780

Marketing .375 .078 .344 4.775 .000 .266 3.757

Information Sharing .163 .063 .159 2.590 .010 .368 2.721

Social Engagement -.164 .062 -.160 -2.659 .008 .384 2.607

a. Dependent Variable: Social Media Efforts

Table 4.12 Coefficients of Multiple Linear regressions

Table 4.12 showed the regression equation for this study, it revealed correlation

between dependent-variable (social media efforts) and independent-variable



(collaborative learning, marketing, information sharing, and social engagement). The

formula below was used for calculation:

BP=C + β1X1 + β2X2 + β3X3 + β4X4

SME = 0.041 + 0.604 CL + 0.375 M + 0.163 IS - 0.164 SE

Note

SME= Social Media Efforts

CL= Collaborative Learning

M= Marketing

IS = Information Sharing

SE = Social Engagement

In table 4.12, the B-values that are under unstandardized coefficients column is 0.041

when there are no further effect through factor. Thus indicated that social media efforts

will increase by 0.604 when the collaborative learning increased by 1. In addition, the

social media efforts will increase by 0.375 when marketing activities increased by 1. Also,

the social media efforts will increase by 0.163 when the information sharing increased by

1. It therefore, showed the effectiveness of social media efforts in: collaborative learning

among students, marketing activities of the institution of the higher learning, information

sharing among students and their lecturers, and social engagement among the students.

4.3 Hypothesis Result

Hypotheses Correlation Regression Results



H1: Significant relationship exist between

collaborative learning and social media efforts

Significance

of: 0.000

Coefficient

of: 0.823

Significant

Significant

of: 0.000

Gradient β:

0.535

Significant

Accepted


marketing and social media efforts

Significance

of: 0.000

Coefficient

of: 0.801

Significant

Significant

of: 0.000

Gradient β:

0.344

Significant

Accepted


information sharing and social media efforts

Significance

of: 0.000

Coefficient

of: 0.620

Significant

Significant

of: 0.010

Gradient β:

0.159

Significant

Accepted

H4: Significant relationship exists between the

social engagement and social media efforts

Significance

of: 0.000

Coefficient

of: 0.531

Significant

Significant

of: 0.008

Gradient β:

-0.160

Significant

Accepted

Table 4.13 Hypothesis Results

4.4 Conclusion



This chapter revealed the analysis of the findings done through the use of SPSS. Also,

explained different tests and analyses which include: the reliability test, normality test,

linearity test, descriptive analyses, multiple regression analyses as well as correlation

analyses. These analyses and tests were with the aim of knowing the relationship

between the independent-variable as well as dependent-variable. The regression

analysis and the linearity test revealed relationship between dependent variable (Social

medial efforts) and independent variables (Collaborative learning, Information Sharing,

Marketing, and Social engagement). Also, the correlation analysis showed positive

relationship between the independent variables and the dependent variable. Thus, it

revealed the effectiveness of social media efforts in: collaborative learning among

students, marketing activities of the institution of higher learning, information sharing

among students and their lecturers, and social engagement among the students of the

institution of higher learning in Malaysia.

Conclusion and Recommendation

5.1 Introduction

The overall findings is discussed in this chapter, this is discussed in reference to

the objectives of this study. This chapter further discussed the implication of the study

and limitations that was faced by the researcher while embarking on the study. This

chapter also contained different recommendations for future research as well as the

chapter conclusion.

5.2 Overall Findings Based on the Research

Results

Reliability Test Variables Cronbach Alpha Value Number of Items

Social Media Efforts 0.929 (Significant) 8

Collaborative Learning 0.895 (Significant) 8

Marketing 0.912 (Significant) 8



Information Sharing 0.927 (Significant) 8

Social engagement 0.919 (Significant) 8

Normality Test p-value 0.000 (for Kolmogorov-Smirnov and Shapiro-Wilk. Not Normally distributed)

Z Score= -0.84 (In the range of ±3.29, significant)

Linearity Positive linearity

Correlation Positive Correlation

Regression

Analysis

• Durbin-Watson: 1.986 (Between 1 to 3)

• R-Square: .730 (73 percent)

• Anova Significant Value: 0.000 (Ideal)

• Multicollinearity Exist

• p-value of collaborative learning: 0.000 (Hypothesis supported)

• p-value of marketing 0.000 (Hypothesis supported)

• p-value of information sharing : 0.010 (Hypothesis supported)

• p-value of social engagement : 0.008 (Hypothesis supported)

Table 4.14: Overall Findings

5.3 Implication of the Study

The objective of this study is to

investigate the effectiveness of social

media efforts in institution of higher

learning using one of the high-ranking

universities in Malaysia as a case.

Findings of this study showed the

effectiveness of social media efforts in

collaborative learning among students,

marketing activities of the institution of

higher learning, information sharing

among students and their lecturers, and

social engagement among the students

of the institution of higher learning in

Malaysia. This as the correlation analysis

done, indicates relationships between

dependent variable social media efforts

and independent variables: Collaborative

Learning, Marketing, Information

Sharing, and Social Engagement. The

Pearson correlation done shows that

among all the variable, collaborative

learning has the highest value (r=0.823);

hence showed the importance of social

media efforts in collaborative learning

when properly harnessed. Additionally,

the regression analysis done, supported

all the hypotheses. As it supported the

relationship between independent

variables (Collaborative Learning,



Marketing, Information Sharing, and

Social Engagement) and dependent

variable (social media efforts).

Based on the correlation analysis which

revealed positive relationship between

collaborative learning and social media

efforts (with r=0.823 and significance of

0.000) and based on the regression

analysis done which supported the

hypothesis one: Significant relationship

exist between collaborative learning and

social media efforts (with significance

level at 0.000); these findings is

supported by previous studies findings.

Foroughi (2011) examined a research




indicated that many college campuses

have begun to use Web.2.0 social media

technologies like blogs, Facebook,

Twitter, and YouTube to enhance

information sharing and collaboration

among faculty, administrators, and

students further indicated that

universities have started providing

support and infrastructure in supporting

social media initiatives, likewise social

media tools are being used as part of

course content and delivery, where

students can use them for collaboration

and group decision making on real-world

projects. VanDoorn and Eklund (2013)

studied social media and the learning

and teaching potential of symmetrical,

synchronous communication by

designing 10-item questionnaire and

asking students to evaluate their

experience after exposure to a course

through Facebook. Results showed that

social networking offers learners and

teachers exciting opportunities to

communicate, likewise Web 2.0 and its

synchronous communication platforms

provide new opportunity for teachers to

deliver curriculum and facilitate learning.

Also provide new avenue for students to

engage and intensify learning, as

students were able to chat in real-time

with a teacher. Therefore, concluded that

in the evolving, flexible-learning tertiary

environment, effective and viable

computer mediated communication

(CMC) can be explored as an alternative

to face-to-face teaching. Henderson,

Ilana and Beale (2013) examined social

media for collaborative learning; through

literature review revealed that social

media were utilized most effectively for

learning purposes when pedagogical

design considered: (1) how the media

could extend learning by offering new



opportunities like working with outside

experts as well as use to receive timely

feedback; (2) the need to carefully

prepare students for collaborative use of

social media like developing explicit

processes in supporting and educating

students to work together collaboratively

Furthermore, the correlation analysis

also revealed positive relationship

between marketing and social media


0.000); likewise the regression analysis

done further supported the hypothesis

two: Significant relationship exist

between marketing and social media

efforts (with significance level at 0.000);

these findings is supported by previous

studies findings. Odhiambo (2012)

studied Social Media as a tool of

marketing and creating brand

awareness, concluded that social

networks and the Web offered large and

small companies new and unique

opportunities to engage with their

customers as well as learn more on their

customers’ needs in real time like never

before. Thus, suggested that the peer

group online social network effect can

potentially influence purchase decisions

based on its viral effect. Social media is

considered as a tool for viral marketing,

study was done by Siva and Kannan

(2016) to investigate the effectiveness of

viral marketing with major focus on

educational institutions with sample of

140 respondents selected using a

convenient sampling method. A

questionnaire was prepared using five-

point Likert scale method. The study

revealed that viral marketing plays an

important role in educational institutions,

this is viral marketing increase brand

awareness as well as enhance brand

image. Nazeer (2017) study was to find

out the attitude and behavior change

among university students of Lahore

based on advertisements on social

media through KAP survey using

questionnaire for data collection and

stratified random sampling as technique,

findings showed that user’s exposure to

social media advertisements leads them

to change in attitude and behavior within

the age group (26-35 y); this is as the

results revealed correlation between

media exposure and attitude of the media

user.

Additionally, the correlation analysis also


information sharing and social media






three: Significant relationship exists

between information sharing and social

media efforts (with significance level at

0.010); these findings is supported by

previous studies findings. Baruah (2012)

examined the effectiveness of Social

Media as a tool communication and its

potential for technology enabled

connections, indicates that social media

like twitter, Facebook, Skype, orkut,

MySpace, and others, are used

extensively for communication purpose

and one significant advantage of the use

of social media is the online sharing of

knowledge and information among the

various groups of people. This online

sharing of information also promotes the

increase in the communication skills

among the people especially among the

students/learners in educational

institutions. Online technology has not

only mediated communication in different

ways, but has also changed the ways of

communication. Thus, Social media has

the potential of fundamentally changing

the character of individual social lives, at

both interpersonal and community level.

Alassiri, Muda and Ghazali (2014)

studies usage of social networking sites

and technological impact on the

interaction-enabling features, indicated

that social networking site has become a

crucial platform for communication for

information sharing, image posting and

socializing with others which are

appreciated and used among students,

organizations and government to provide

efficient and cheap service. Furthermore,

social networking sites allow users to

interact conveniently with millions of

other users instantaneously. The

technological features of online

networking site support information

sharing, posting of images and allow

users to socialize with other users who

are at distant location. Reddy, (2014)

studied the influence of social media on

international students’ choice of

university and course; the samples are

167 international students who

responded to the survey questionnaire

based on dichotomous; demographic;

multiple choice; rating scale and open-

ended questions. The results showed

active social media participation among

international students, likewise revealed

the importance of social media as it

influences international students’

decisions on course as well as university

selection. Likewise support, the



importance of social media in meeting

students information needs.

Lastly, the correlation analysis also


social engagement and social media




four: Significant relationship exists

between social engagement and social

media efforts (with significance level at

0.008); these findings are supported by

previous studies findings. Efthymios and

Stagno (2013) identified the role and

importance of social media on the choice

of future students for a study and

university in comparison with the

traditional university marketing channels

in the Netherlands. Survey was done on

the sample size of 403 and data analysis

was done through statistical program

PASW version 18. The study revealed

that most social media applications users

employed the use of social media

basically for social interaction and

information seeking. Asmaa (2014)

examined the use of formative

assessment and social media for

effective learning, indicated that enhance

effective learning environment support

learning is very important and to make

teaching and learning more student-

oriented mediation of technology can be

crucial, this is as educators can

effectively use online social networking in

supporting educational goals. Thus, to

make it possible, schools embrace social

media technology to increase student

engagement and skill development when

knowing how to use it properly.

Furthermore, online collaboration on an

assignment will allow students to share

their knowledge with one another as well

as build communication skills. Liu, (2010)

examined social media tools as a

learning resource; random sampling was

used for data collection through an online

survey with 221 students. The results

show that among students three top-

used social media tools are Facebook,

Wikipedia and YouTube; and the major

reasons for the use of social media tools

are for social engagement, direction

communication, fast feedback, and

building relationship. Thus, suggested

educational implications of some of these

tools as a valuable resource for learning

and teaching.

5.4 Limitation of the Study



There are different limitations

encountered while undergoing the study.

Time duration constituted the major

limitation. However, this was managed

successfully, as the researcher designed

a time table which was strictly adhered

to. Additionally, based on the time

limitation, this study makes use of 200

samples and focuses on a university in

Malaysia, considering the larger number

of universities in the country, this sample

size may be considered to be small.

However, the researcher was able to

manage this by focusing on a high

ranking university in Malaysia and

respondents gotten in different faculties

and departments in the higher institution.

Lastly, this study makes use of survey

approach through the use of

questionnaire method. Mixed method

which involved both quantitative and

qualitative approaches would have been

more assist to unravel in-depth

responses which would have added to

the study reliability. Nevertheless, this

was managed by the researcher through

the use of well-structured and reliable

questionnaire.

5.5 Recommendations for future

study

With regards to the limitations mentioned

above, future studies needs to allocate

more time for this type of study.

Additionally, future researchers can go to

one particular higher institution and

extend their research to various higher

institutions in Malaysia and even beyond.

This will allow them to enhance wider

findings on effectiveness of social media

efforts in institution of higher learning.

Likewise, this study is a cross-sectional

study, where data collections were done

with the use of questionnaire, future

studies can embark on longitudinal study,

also future studies can employ the use of

mixed approach which is crucial to

achieve in-depth analysis through in-

depth data, crucial to achieve more

reliable findings. Also, future researchers

can focus on other cases by engaging in

extensive research on effectiveness of

social media efforts in marketing

activities in industries like manufacturing,

construction as well as real estate; these

are very important industries which are

crucial for economic growth.



5.6 Conclusion

Based on the major objective of this

study, which is to unravel the


institution of higher learning; the

correlation analysis done through SPSS

20.0 showed positive relationship

between the dependent variable (social

media efforts) and independent variables

(collaborative learning [r=0.823 at

significant level of 0.000], marketing

[r=0.801 at significant level of 0.000],

information sharing [r=0.620 at

significant level of 0.000), and social

engagement [0.531 at significant level of

0.000]). Furthermore, as the linearity test

showed positive relationship, also the

regression analysis done supported all

the four hypotheses, indicating that

significance relationship exists between

the dependent variable (social media

efforts) and independent variables

(collaborative learning [at significant level

of 0.000], marketing [at significant level of

0.000], information sharing [at significant

level of 0.010], and social engagement

[at significant level of 0.008]). Therefore,

showed the effectiveness of social media

efforts in: collaborative learning among

students, marketing activities of the

institution of higher learning, information

sharing among students and their

lecturers, and social engagement among

the students of the institution of higher

learning in Malaysia. However, based on

the limitation encounter most especially

as the researcher focused on one higher

institution, future researchers can focus

on different higher institutions.

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Appendix

Questionnaire

RESEARCH TITLE

Effectiveness of Social Media Efforts

in Institution of Higher Learning

Dear respondent:

As part of my bachelor dissertation

research, I am currently conducting a

survey on the effectiveness of social

media efforts in institutions of higher

learning. Therefore, I sincerely invite you

to participate in this research by

completing the questionnaire attached

with this letter.

The questionnaire will take

approximately 5 to 10 minutes to

complete. All the information provided

through this survey would be handled

with strict confidentiality. The outcome

will not reveal any identity information of

you as all the results from the research

will be reported as statistical summaries

only.

This part is to get the basic information of

respondents.

Please tick (✓) appropriate box that

applies to you.

A1. Gender:

o Male

o Female

A2. Age (years old):



o Below 21

o 22 -25

o 26 – 29

o Above 30

A3. Ethnic Group:

o Malay

o Chinese

o Indian

o Others, please

specify____________________

A4. Marital Status:

o Single

o Married

Section 2: Likert-Scale

Below questions are to know the


institution of higher learning. Kindly give

out your response by ticking the most

appealing options.

Dependent Variable-Social Media Efforts

No. Statements Strongly

Disagree

Disagree Neutral Agree Strongly

Agree

A1 I feel that using social media is easy.

1

2

3

4

5

A2 I feel that using social media is easy to incorporate in

my classroom.

1

2

3

4

5

A3 I feel that using social media makes it easy to reach

peers.

1

2

3

4

5

A4 I feel that using social media makes it easy to reach

teachers.

1

2

3

4

5

A5 I believe that using social media is a useful learning

tool.

1

2

3

4

5

A6 I feel that using social media will help me to learn more

about my class.

1

2

3

4

5



A7 I believe that using social media enhanced my learning

effectiveness.

1

2

3

4

5

A8 I believe that using social media will improve students'

satisfaction with collaborative learning

(Adopted from: Aysun and Sona, 2017)

1

2

3

4

5

Independent Variable - Collaborative learning


Disagree


Agree

B1 I felt that using social media for collaborative learning

in the class was effective.

1

2

3

4

5

B2 I was able to develop research skills through peer

collaboration using social media.

1

2

3

4

5

B3 I was able to develop new skills and knowledge from

other members of the class.

1

2

3

4

5

B4 Collaborative learning experience in the social media

environment is better than in a face-to-face learning

environment.

1

2

3

4

5

B5 Using social media for educational purposes has

favored my personal relationships with my peers and

teachers.

1

2

3

4

5

B6 Using social media for educational purposes facilitates

dialog with faculty members.

1

2

3

4

5

B7 Using social media for educational purposes facilitates

dialog with peers.

1

2

3

4

5



B8 Using social media for educational purposes allows

the exchange of information with peers.

(Adopted from: Aysun and Sona, 2017)

1

2

3

4

5

Independent Variable-Marketing


Disagree


Agree

C1 I am aware of my school advertisement on social

media

1

2

3

4

5

C2 I was able to know my school through online publicity

1

2

3

4

5

C3 I have friends that knew my school through online

publicity

1

2

3

4

5

C4 My school marketing effort is notable through social

media

1

2

3

4

5

C5 My school online promotion effort is visible

1

2

3

4

5

C6 I do see my school advertisement through other social

media platform

1

2

3

4

5

C7 My school online content is visible through social

media like Facebook, MySpace Twitter, LinkedIn,

Google+, YouTube, Instagram., and others

1

2

3

4

5



C8 My school marketing effort is effective online

1

2

3

4

5

Independent Variable: Information Sharing


Disagree


Agree

D1 I constantly visit my school official website to know

latest about the institution

1

2

3

4

5

D2 Most time I am notified of lectures through online

1

2

3

4

5

D3 I used my school online platform to get information

from my colleagues

1

2

3

4

5

D4 I am constantly updated about my academics record

through my school online platform

1

2

3

4

5

D5 Using social media for educational purposes facilitates

interaction with faculty members.

1

2

3

4

5



D6 By using social media for educational purposes, my

peer and faculty interactions made me feel valuable.

1

2

3

4

5

D7 By using social media for educational purposes, I felt

that my opinions have been taken into account in the

class.

1

2

3

4

5

D8 Using social media for educational purposes facilitates

interaction with peers.

(Adopted from Aysun and Sona, 2017)

1

2

3

4

5

Independent-Social Engagement


Disagree


Agree

E1 My institution devote high time to facilitate social

engagement among student through its social media

platform

1

2

3

4

5

E2 I constantly visit my school online platform to render by

feelings about the institution

1

2

3

4

5

E3 Most times I render my feelings through my school

online platform I am quickly attended to

1

2

3

4

5

E4 I engaged in collective discussion through my school

online platform

1

2

3

4

5

E5 My school online platform has helped to promote

management-students relationships.

1

2

3

4

5



E6 Through online student engagement, my school was

able to manage its crisis online.

1

2

3

4

5

E7 I was able to stay in touch with peers through online

social engagement

1

2

3

4

5

E8 I was able to view social activities about my school

online

(Adopted from Aysun and Sona, 2017; Efthymios and

Stagno, 2013)

1

2

3

4

5

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